With emotional intelligence considered by the World Economic Forum to be one of the top ten most desirable skills for jobs in 2020, Miyamoto’s statement will likely be adopted by many more people.

Improving students’ SEL skills positively impacts not only the students’ development but also society-at-large. As Michael T. Nettles, senior vice president of ETS stated in his opening remarks [see overleaf for remarks in full], “Being a good, empathic, thoughtful, even-tempered person able to work with others will make you happier, healthier, and more productive.” (He followed up with the American expression “Duh!”)

Research shows that SEL contributes to better self-esteem, mental health and stress management; better classroom behavior; greater success throughout schooling, from pre-K to graduate school; and even reducing crime rates.

SEL might not be a topic that makes the headlines, but poor SEL influences many global issues from prejudice towards migrants and refugees to international conflicts.

Given the benefits of SEL, educators are now considering how best to assess and improve these skills, but as one Fellow put it: “There’s a reason why these skills are known as ‘hard to measure skills.’” As schools and students start to suffer from “assessment fatigue,” policymakers will have a tough job convincing them to carry out yet more testing.

In formulating these assessments, contextual differences, such as diversity in cultural or socioeconomic backgrounds, will need to be carefully considered and addressed. “The science has to be equitable,” added Nettles.

Improving SEL necessitates inter-sectoral, interdisciplinary, and even international collaboration, drawing on expertise from not only education, but also psychology and neuroscience, among others. Over the course of five days, an eclectic cohort of 40 Fellows from 19 countries will now consider the importance of social and emotional learning (SEL), the possibilities of how to measure and improve it, and how to move it up global policy agendas.